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Article type: Cover
2010 Volume 17 Issue 2 Pages
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Published: September 11, 2010
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Article type: Appendix
2010 Volume 17 Issue 2 Pages
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Article type: Index
2010 Volume 17 Issue 2 Pages
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Sungmi JUNG
Article type: Article
2010 Volume 17 Issue 2 Pages
2-3
Published: September 11, 2010
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These days, Korean's Kanji abilities are remarkably declining. However, their real Kanji abilities have not been investigated yet. Therefore, in this study, the Kanji abilities in the mother tongue of Korean learners of Japanese were tested and their attitudes to Kanji study were inquired. As respondents, 371 Korean learners of Japanese were selected who are studying in 9 Japanese schools in Tokyo. In this paper, the results are reported and practical applications to Japanese education are considered.
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-An attempt to equip candidates with the communicative skills required in a nursing and care-workers workplace-
Kazuko TSUJI, Minako KOJIMA, Kaoru TAKATA
Article type: Article
2010 Volume 17 Issue 2 Pages
4-5
Published: September 11, 2010
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We carried out the Japanese pre-training course to candidates for the JIEPA Nursing and Care-Workers Program over 4 months in Indonesia and 2 months in Japan. We placed the utmost emphasis on improving Japanese communicative skills to an acceptable level required from employees in the workplace. From the middle of the elementary course we began teaching terms and usage specific to nursing or caring situations, and then gradually increased the weight of focus placed on workplace-specific Japanese. The vast amount of content taught was divided into three categories: "Japanese for usage", "Japanese for understanding", and "Japanese to be aware of".
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Naomi ISHII, Youngsuk KIM
Article type: Article
2010 Volume 17 Issue 2 Pages
6-7
Published: September 11, 2010
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Kano(2009) said that "Kanji SPOT" is a test of auditory processing ability of kanji vocabulary; it can indicate the estimated level of a learner's knowledge of kanji vocabulary as well as their practical ability in using kanji by evaluating their kanji processing abilities. In this paper, the authors analyze the errors of "Kanji SPOT" test results made by Korean learners of Japanese as a foreign language by interviewing them. As a result, it suggests that errors occur frequently when learners give priority to either reading processing or meaning processing.
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Hiroko HIRANO
Article type: Article
2010 Volume 17 Issue 2 Pages
8-9
Published: September 11, 2010
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I examined effectiveness of self-editing and peer response compared to conventional teacher editing for improving students writing skills using thirty-item questionnaire conducted at the end of the semester. Self-editing with teacher's limited error markers or questions was preferred by students to teacher's entire error correction. As for peer response, reading peers' writings was considered meaningful and helpful overall, but commentating each other was in some situations considered unrewarding and unreliable. Final teacher feedback was in strong demand in both phases.
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Hironori SEKIZAKI, Takako SAKAI
Article type: Article
2010 Volume 17 Issue 2 Pages
10-11
Published: September 11, 2010
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This study examines methods for formulating Can-do-statements in a way which will more accurately reflect Japanese learners' oral abilities. First, an attempt at developing Tsukuba Oral Can-do-statement (TOC) is discussed. Following a pilot test, data were collected from 106 learners who had completed a beginner course. This study reveals that, items which contain keywords that relates to abstract topics concerning world events, or include qualifiers such a "with preparation" and "in discussion", have a relatively high correlation to results of the in-house Placement Test. On the other hand, items dealing with familiar topics, or which include qualifiers such as "without preparation," and so on, were found to have a relatively low correlation.
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Haruka MATSUMOTO
Article type: Article
2010 Volume 17 Issue 2 Pages
12-13
Published: September 11, 2010
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Only few attempts in Japanese language teaching for junior college has so far been reported. There is much limitation in education for junior college. That's what makes attempts sharing and practical reports be very important. This presentation reports an attempt regarding teaching Academic Japanese and of human relation construction at college life under the time-limited situation. It is hoped that this presentation would be a starting point of discussion about effective practice under much limitation, especially among Japanese instructors of junior college.
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Toshiyuki KAWANO
Article type: Article
2010 Volume 17 Issue 2 Pages
14-15
Published: September 11, 2010
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This report describes the e-learning system for the pronunciation teaching utilizing self-monitoring. The system makes it possible to check pronunciation easily and allows learners to practice as much as they want. It can make up for the disadvantage of large classes. Moreover, this more effective e-learning system helps us reconsider ordinary classroom activities.
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Yoko ISHII
Article type: Article
2010 Volume 17 Issue 2 Pages
16-17
Published: September 11, 2010
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University students studying Japanese language education participated in the activity where learners share their awareness and findings of Japanese language learning and Japanese socio-cultural aspects. The reflection sheets written by the students show that they (1)had an opportunity of cross-cultural understanding (2)noticed learners' motivations and difficulties in studying Japanese, (3)had the clearer image of teaching Japanese, and (4) noticed difficulties in talking with and supporting learners.
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Sachiyo GONDOU, Ayako HIRAKAWA
Article type: Article
2010 Volume 17 Issue 2 Pages
18-19
Published: September 11, 2010
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In this paper we report on "The Joint L2 Japanese and L2 Chinese Class", which was planned as a combined the class activity for the Japanese class (JSL) and the Chinese class (CFL). From analysis of the answers to the questionnaire of 3 different class sessions, we found the possibility that both groups of learners could take advantage of using the target language with each other in real situations and to utilize it as an important opportunity for them to form relationship with other language learners. This activity might show it could be implemented as one style of visitor session.
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[in Japanese]
Article type: Article
2010 Volume 17 Issue 2 Pages
20-21
Published: September 11, 2010
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The readers organize the single information from the text and turn it into a bigger one in working memory, which is called 'chunking', and the unit is called 'chunk'. If we realize which type and what content the chunk is, it may help to understand learner's reading representation. In this study, the chunk is classified by the completeness and accuracy of the learner's protocols.
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-A Improving the BL model of Advanced Reading Course in Japanese as a Second Language-
Daishi SHINOZAKI
Article type: Article
2010 Volume 17 Issue 2 Pages
22-23
Published: September 11, 2010
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The aim of this presentation is to examine the Blended Learning Model which has been constructed as preparation for JLPT Level N1. Concretely, the two points are discussed - (1) the improvements of e-learning contents based on Shinozaki (2010b), (2) the reports of the classes and the observation of effectiveness of the model. According to the questionnaire to the learners, it can be observed that 79.3% of them were satisfied with this model. In addition, the educational effectiveness of this model can be recognized by the average point of the test being improved by 34.5%.
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Makiko HACHISUKA
Article type: Article
2010 Volume 17 Issue 2 Pages
24-25
Published: September 11, 2010
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In this study, the interaction and construction of understanding was observed between learner and native speaker in the classroom. The classroom design was based on the idea that language is acquired through practice with a more proficient language user. The findings were the interaction between the learner and the native speaker was discontinued at the time when the student's lack of vocabulary and hearing difficulties at input. Furthermore, lack of vocabulary and information, grammatical knowledge and inaccuracy of pronunciation at output caused disruption.
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Hitomi MORI, Takao KINUGAWA
Article type: Article
2010 Volume 17 Issue 2 Pages
26-27
Published: September 11, 2010
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The purpose of this study is to research how peer evaluation affects consciousness-raising of self-monitoring criteria in the class which is focused on consciousness-raising and internalizing criteria about speaking performance inside intermediate and advanced level Japanese learners. In this report, we analyze whether peer evaluation will influence evaluator's self-monitoring and investigate the ideal method of peer evaluation in the class.
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Ekaterina NAZAROVA
Article type: Article
2010 Volume 17 Issue 2 Pages
28-29
Published: September 11, 2010
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Nearly Eighty-percent of basic Japanese Kanji commonly used in Japan are either the exact form as, or constructed similarly to, Simplified Chinese characters commonly used in China. This research investigates the problem where native Chinese speakers in their elementary level of Japanese often mistakenly use simplified Chinese characters instead of the appropriate Japanese Kanji. This poses serious for both for Japanese language pedagogy and acquisition. I conducted a survey to shed some light on this problem and to provide a detailed comparative analysis of both Chinese and Japanese basic Kanji pairs. I have found that particular knowledge and techniques acquired when studying Japanese calligraphy can assist learners in making the correct character selection.
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Yoonsun HUR
Article type: Article
2010 Volume 17 Issue 2 Pages
30-31
Published: September 11, 2010
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In Japanese grammar, the functions of Kamoshirenai are inference and euphemism. However in ordinary conversation, Kamoshirenai has new usage, when she/he expresses own feeling. As for this usage, we cannot find any textbook. In this research, we try to find out the function of conversational meaning of this usage, from the viewpoint of examples collected in the mass media as data.
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Miho OKADA
Article type: Article
2010 Volume 17 Issue 2 Pages
32-33
Published: September 11, 2010
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University students even Japanese learners often have to write reports and theses. The style for writing reports and theses is different from that of speaking. Japanese learners practice "writing style" in class, but they often produced sentences that combined "writing style" and "speaking style". Because of this, I limited the words that Japanese learners could use in the sentences. Japanese learners can not judge correctly. What words are suitable or not for the sentences of "writing style". The results showed that, Japanese learners were able to write sentences.
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-For Intermediate Classes-
Emiko OGASA, Yukari SAIKI, Fusako NAKAMURA
Article type: Article
2010 Volume 17 Issue 2 Pages
34-35
Published: September 11, 2010
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We would like to report about functional communication tasks and the evaluation of those for intermediate Japanese classes. We introduced role-plays, such as making an invitation, accepting and refusing invitations, making requests, complaining and apologizing. We evaluated the learner's performance by self-evaluation. The data indicated that learners' self-evaluations did not reliably match the teacher's evaluations. While self-evaluation may promote learner's motivation and may be easy to implement, it may not provide effective feedback to learners who cannot assess their performance objectively.
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Eri SATO, Hyeseon JUNG
Article type: Article
2010 Volume 17 Issue 2 Pages
36-37
Published: September 11, 2010
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'Online Japanese- Korean languages mutual learning community' provides learners with language learning opportunities through translating on SNS. In particular, in these activities a pair of the learners, a Japanese and a Korean, submits Japanese speech bubbles with Korean translations and then all participants of the SNS engage in a debate to have 'the best translation'. Korean Japanese-language learners tend to reflect their usage especially about tense and particles while Japanese Korean-language learners often bring their cultural knowledge about Korea into the discussions. The result shows that there are various arguments which are free from the traditional grammar oriented approach to language learning.
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Fuyumi WATANABE
Article type: Article
2010 Volume 17 Issue 2 Pages
38-39
Published: September 11, 2010
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This paper reports on reading class for Japanese language learners, who studies in Japanese university. In the class, to encourage learners to read texts actively, the activity was conducted as follows. Firstly, they read text and answered questions on the worksheet, which had nine questions asking about the text contents. Next, they confirmed their answers in a group. After that, they asked questions about text each other, using expressions of asking in Japanese, which was explained on the text book. One of the students answered these questions like teacher. Consequently, these activities positively affected on students' attitude to reading.
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-A comparison of essays by Chinese-speaking learners of Japanese and native speakers of Japanese-
Yuji TAWARAYAMA
Article type: Article
2010 Volume 17 Issue 2 Pages
40-41
Published: September 11, 2010
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When non-native speakers of Japanese write an essay, they often fail to end the paragraph and discourse appropriately. Former studies noted that verbs denoting thinking (e.g., to-omou) and noda are often used by native speakers in the final sentence of a paragraph/discourse. The present study examined differences in the tendency of using sentence final expressions at the end of a paragraph/discourse between essays written by a native Chinese speaker who is learning Japanese (CN) and those by a native Japanese speaker (JP). The result of this study revealed that (1) JP often uses verbs of thinking, noda and nominal predicates in the final sentences of a paragraph/discourse, while CN does not use such expressions quite often, and (2) CN uses bekida and ka (question marker) quite often, while JP does not use such expressions in the same way.
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Keiko HORI
Article type: Article
2010 Volume 17 Issue 2 Pages
42-43
Published: September 11, 2010
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This article reports on the class entitled "Japanese Language and Japanese Culture," which was mainly composed of second-year students. The aim of the class was to help students 1) obtain knowledge about characteristics of Japanese language and culture through personal research on the Japanese idiomatic phrases of the parts of the body, 2) develop their communication skills though presentation and discussion activities, and 3) develop the necessary computer research and analytical skills needed for scholarly work. Oral presentations and end of semester reports showed that students could understand the idiomatic phrases. However some problems in communication skills remained.
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-Activities to Motivate Learners to Write Japanese Compositions-
Hisayo ISHIZUKA
Article type: Article
2010 Volume 17 Issue 2 Pages
44-45
Published: September 11, 2010
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This is a composition class that endeavors to motivate learners to write willingly. Intermediate learners are requested to strengthen the accuracy of their grammar, the appropriate use of vocabulary and expressions, as well as, the accuracy of Chinese characters and their use. However, at the same time, some efforts to motivate learners to write compositions are also very important. The instructor's feed-back has an essential role in the performance of the learners.
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Shio WATANABE, Sachiko KITAGAWA
Article type: Article
2010 Volume 17 Issue 2 Pages
46-47
Published: September 11, 2010
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This study examines the course design of a Japanese language listening class for advanced international students and assesses the pedagogical benefits of using Moodle. Moodle is a software package for producing internet-based courses and web sites as well as offering students increased accessibility to extensive on-line learning resources, which in addition, enables teachers to encourage self-directed learning amongst students. This report will also discuss possibilities for improving the application of Moodle to listening courses.
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Michiko IIJIMA
Article type: Article
2010 Volume 17 Issue 2 Pages
48-49
Published: September 11, 2010
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The university for which the author works, started education for international students in 2007. However, there are some problems. The Japanese proficiency of the international students is quite low. In addition to that, there is cultural friction between the international students and Japanese. Most of the teachers and students show very little interest in the international students and education for them. To solve these problems, the university should increase classes of Japanese, advise their campus life regularly, hold events for them and inform the teachers and students in the university about the events.
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-The introduction of "A new song of Te-form" for non-native Japanese speakers-
Mariko NISHIDA
Article type: Article
2010 Volume 17 Issue 2 Pages
50-51
Published: September 11, 2010
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It is difficult for non-native Japanese speakers to learn the "te-form". Some Japanese language teachers have used well-known melodies with lyrics adapted to teach the "te-form". However there is a possibility that inappropriate accents are caused by the adapted songs that have been used so far. In addition, the accents of the "te-form" are different from the accents of the "dictionary form". The purpose of this study is to develop "new teaching materials using music and animations" so learners can learn happily and naturally. This "New song of Te-form" was created to help students maintain the proper accents.
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Megumu BABA
Article type: Article
2010 Volume 17 Issue 2 Pages
52-53
Published: September 11, 2010
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This paper investigates and analyzes perceptions of students in a private course for Japanese Language Teacher Training focusing on group activities. An analysis using the Modified Grounded Theory Approach (M-GTA) revealed the following points: 1) Even though the students felt some inner resistance to the group activities, which came from inexperience, they made sense out of group activities after they had experienced animated discussions, awareness of some new points of view and so on and 2) They had positive evaluations of group activities cognitively, psychologically and socially, but they also had a negative evaluation based on psychological burden and self-doubt.
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Mayumi WATANABE
Article type: Article
2010 Volume 17 Issue 2 Pages
54-55
Published: September 11, 2010
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It is difficult for a student in a Japanese language beginners' class to acquire complex grammatical forms, and to guess the meanings of terms that are not easily understood. We attempted to solve this difficulty by identifying inappropriate attitudes of students, and by presenting the study methods of other students. We also realized that, for students at inexperienced, initial levels, it is necessary for teachers to induce an effective method for studying a foreign language.
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-The properties of feedback given by recent graduates and Japanese experts-
Noriko TANAKA, Yukihito KONDO
Article type: Article
2010 Volume 17 Issue 2 Pages
56-57
Published: September 11, 2010
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This paper reports on the properties and effects of feedback on Japanese composition from recent graduates from the same university and Japanese experts. After first taking a composition class, the learners needed someone to write to. So the recent graduates, who are currently studying in Japan, and the experts, who have completed Japanese Law school, read the students' compositions, to increase motivation of students. These types of feedback influenced the learners' emotional side and the content of their writing, and these effects are different from that of peer feedback or teacher's feedback.
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-Organization and practical study of "Nihongo AIAI"-
Makiko FUKUMURA
Article type: Article
2010 Volume 17 Issue 2 Pages
58-59
Published: September 11, 2010
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I claim the need of a place where parents of non-native speakers can learn the Japanese language with their infants. I started a Japanese language club "Nihongo AIAI" in Feb.2010 and I have been designing and facilitating the activities. This paper shows the value of this club for the participants which was analyzed by the field notes and the interviews to some of the participants. The result suggests that natural dialogues produce collaborations with each other and such collaborative dialogues help the non-native speakers enhance their Japanese language learning, and thus empower them to live in harmonious society.
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Hitomi MORI, Takao KINUGAWA
Article type: Article
2010 Volume 17 Issue 2 Pages
60-61
Published: September 11, 2010
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The purpose of this study is to research how peer evaluation affects consciousness-raising of self-monitoring criteria in the class which is focused on consciousness-raising and internalizing criteria about speaking performance inside intermediate and advanced level Japanese learners. In this report, we analyze whether peer evaluation will influence evaluator's self-monitoring and investigate the ideal method of peer evaluation in the class.
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Mayumi YAMAZAKI, Taeko HIROTA, Tomoko HONGO
Article type: Article
2010 Volume 17 Issue 2 Pages
62-63
Published: September 11, 2010
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This paper reports how the students' peer reflection activities were implemented instead of teacher-centered feedback sessions in conversation classes. The students observed and analyzed collaboratively their own interactions in given conversation tasks. The result shows that the activities can provide the opportunities for the students to engage themselves in actively sharing opinions and comments by watching the video clips of their performances repeatedly. The post-activity questionnaire) found that the activities were effective in making the students aware of the conversation skills needed to manage the interactions appropriately in Japanese language.
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Seiko Yoshida
Article type: Article
2010 Volume 17 Issue 2 Pages
64-65
Published: September 11, 2010
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"Basics of Japanese language" were taught in local classes conducted by foreigners as residents in Japan and by Japanese citizens. However, methods for assessing foreign residents' Japanese language ability now evaluate "ability to use language" and not their "knowledge" of it. The level of Japanese-language specialization in a program that nurtures Japanese-language volunteers, conducted by a public agency that promotes multicultural societies, now teaches "ability to communicate in Japanese" rather than "basics of Japanese language." In this study, I review a nurturing-class program and participants' comments by considering their Japanese-language specialization.
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Article type: Appendix
2010 Volume 17 Issue 2 Pages
App2-
Published: September 11, 2010
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Article type: Appendix
2010 Volume 17 Issue 2 Pages
App3-
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